Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Nikula, Tarja

doi:10.1016/j.system.2015.04.003

Cited by 82 publications

(28 citation statements)

References 23 publications

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“…The results also are consistent with Mozgalina (2015) who explains that task-based instruction motivates language learners to engage in classroom activities that lead into their satisfaction at the end of the course. Just like Nikula (2015) and Llinares and Dalton-Puffer (2015), the present study demonstrated that repeated performance enhances learners' proficiency. The results of interview also demonstrated that noticing post-task activities in the classroom increase learners' motivation and self-confidence to participate in the task and change their attitudes about language learning.…”

Section: B Qualitative Data Analysissupporting

confidence: 69%

“…There is no pre-selected language need or syllabus in TBLT. Teachers manipulate tasks as facilitators and try to cover learners' needs and interest and to meet the demands of the activities and tasks (Nikula, 2015). The primary driving force in this approach is motivation for communication; therefore, even unlimited knowledge about language is useless and inapplicable.…”

Section: Review Of Literaturementioning

confidence: 99%

“…When they utilize this proficiency-enhancing strategy or educational framework, second language learners would get enough practice from task-based course (Nikula, 2015; Khademi, Mellati, and Etela, 2014; Hei, Strijbos, Sjoer, and Admiraal, 2016). Nikula (2015) have focused on super segmental elements with proficiency practice. In this study, classroom activities such as repetition, the proper use of discourse markers, prosodic cues and cohesive links are chosen as posttask activities.…”

Section: Review Of Literaturementioning

confidence: 99%

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The Impacts of Post-task Activities on Iranian EFL Learners’ Reading Achievements

Khademi

Mellati

Moghaddam

2017

JLTR

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Abstract-As learners' proficiency is more important than their abstract knowledge of the language rules, Task-Based Language Teaching (TBLT) is of crucial values today. Task-based instruction has three phases: pre-task, during-task, and post-task. Studies have demonstrated that all of them might play a significant role in language teaching. Moreover, recent studies have compared different tasks over time. However, it is still unclear how different phases of a task impact learners' language ability. To better understand this issue, this particular study investigated the effect of post-task activities on EFL learners' reading achievements. To conduct the study, 47 Iranian EFL learners in a private language institute in Esfahan, Iran were selected. The participants were assigned into three groups randomly (two experimental groups and one control group). Through ten sessions (five weeks), the participants learned how to focus on post-task activities such as reflection on the task and repeated performance in a task-based instruction. The required data were collected through pretest, posttest, and semi-structured interview. After the course, semi-structured interviews were also conducted with five students from experimental groups. The results of both quantitative and qualitative data indicated that post-task activities have a significant effect on learners' language proficiency, their reading achievements, and their motivation to participate in classroom tasks. The implementation and discussions were also discussed.

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Section: B Qualitative Data Analysissupporting

confidence: 69%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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The Impacts of Post-task Activities on Iranian EFL Learners’ Reading Achievements

Khademi

Mellati

Moghaddam

2017

JLTR

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“…As a result, the teachers brought up multiple understandings of it. Usually they did this from subject-specific perspectives which may be considered unexpected given that such a perspective on language has in research been depicted as something that teachers need more awareness of (e. g. Llinares, et al 2012;Nikula 2015). Given their familiarity with the new curriculum, the participants were probably informed by its idea of subject-specific languages as a manifestation of multilingualism (FNBE 2014/2016: 29).…”

Section: Multilingualismmentioning

confidence: 99%

Teachers’ perceptions on the changing role of language in the curriculum

Skinnari

Nikula

2017

European Journal of Applied Linguistics

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This article is concerned with the role of language(s) in education from the viewpoint of secondary school subject teachers in Finland at the time of transition to a new curriculum. The curriculum highlights the role of language throughout education and makes reference to changes in society that foreground multilingualism. Seven mainstream and CLIL content teachers of different subjects were interviewed and employing qualitative content analysis, the data were scrutinised under four language-related themes: multilingualism, multiliteracy, subject-specific language, and the role of language in knowledge construction. The results indicate teachers as reasonably well aware of subject-specific language of their field and of the value of multiliteracy practices. Multilingualism as the diversity of students’ languages and its impact on pedagogical practices received less attention. Overall, the teachers’ orientation to the language ideological statements in the new curriculum were widely agreed upon even if the ideas still remained somewhat abstract in the transition phase before actual implementation to the praxis.

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“…The data derive from a larger pool of classroom recordings collected at the University of Jyväskylä and also used in earlier studies (e.g. Kääntä & Piirainen-Marsh, 2013, Nikula, 2015.…”

Section: Data and Aimsmentioning

confidence: 99%

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Cited by 82 publications

References 23 publications

The Impacts of Post-task Activities on Iranian EFL Learners’ Reading Achievements

The Impacts of Post-task Activities on Iranian EFL Learners’ Reading Achievements

Teachers’ perceptions on the changing role of language in the curriculum

‘What’s the Moment Thingy?’– On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction

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